The literacy team was tasked with making recommendations to improve literacy at PHS based on research. They asked questions about what should be done across the curriculum, in English classes, and for struggling students. The report discusses two domains - academic achievement and attitudes/dispositions. Regarding academics, it questions why some students lack necessary knowledge and skills by high school and what research shows works. For attitudes, it questions what habits and dispositions should be taught in freshman classes and how they can be supported schoolwide. The report also summarizes Hirsch's arguments that content-based curricula better prepare students versus theories de-emphasizing knowledge.
Education of Students with Disabilities in the USA: Is Inclusion the Answer?.............................................................. 1
Myung-sook Koh and Sunwoo Shin
A Cloze-styled Textual Enhancement Targeting Prepositions ...................................................................................... 18
Michael Heinz
Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal
Study....................................................................................................................................................................................... 27
Kimberly Buch, Heather McCullough and Laura Tamberelli
“Being together in the locker room is great, but showering together – just forget it!” The Janus Face of the
Wardrobe Practice in Physical Education.......................................................................................................................... 41
Bjørn Tore Johansen, PhD, Martine Mæhle, MSc, Øyvind Oland, MSc, and Tommy Haugen, PhD
How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation ............................................ 58
Ali A. Alenazi, PhD
What Makes up an Effective Emotional Intelligence Training Design for Teachers? .................................................. 72
Niva Dolev and Shosh Leshem
Advanced Academic Writing Course for International Students Belonging to “One Belt, One Road”.................... 90
Chang Chen*, Habiba Khalid, and Farrukh Raza Amin
A Correspondence Analysis of Nine Japanese Historical English-as-a-Foreign-Language Textbooks................... 100
Ryohei Honda, Kiyomi Watanabe and Toshiaki Ozasa
And Still They Persisted: A Discussion of Indigenous Students Perspectives on a Year in Pre-Nursing Transitions
............................................................................................................................................................................................... 114
Kathy Snow
The use of Social Networks by the Students of a Mexican Public University............................................................. 132
Juan Ignacio Barajas Villarruel, María Gregoria Benítez Lima, Ricardo Noyola Rivera and Juan Manuel Buenrostro Morán
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Ideology triumphs over evidence.
The current entrenched rate of illiteracy among Australian children is unnecessary and avoidable, write Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall. WHY JAYDON CAN’T READ: THE TRIUMPH OF IDEOLOGY OVER EVIDENCE IN TEACHING READING
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of L...Meghan Lee
Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
Scholarly discussions in response to 'alternative education and finding someo...Craig Hansen
Alternative education provides learners, teachers, schools, and communities with disengaged young people with a rare opportunity to rethink, reimagine and reform the way that learners can own and manage the ecosystem that leads to their success (context, process, time, and people - including themselves at the center). When educators make curriculum decisions it is beneficial to have a guiding set of pillars, as Tipu Whare does, to ensure the time and funding available is directed towards learning experiences that support the pillars of belonging, mastery, independence, and generosity. When schools and communities appoint teachers to work with disengaged young people, the educators must be passionate individuals who have a history of being crazy about their students, willing to be engaging and committed to a student-first perspective. This is not an easy path, but as demonstrated by Nga Tamaiti Rangatira (Children of Chiefs) it is a worthwhile endeavor.
Personalised Learning; an answer to some of the educator’s COVID19 frustrationsCraig Hansen
With the sudden onset of COVID19, many schools and their teachers were forced to create
online classrooms, equip students and teachers with devices and quickly train both academic
and non-academic staff in digital citizenship, including online safety. For some, the transition
to teaching online for the entire day was smooth despite increased preparation time. For others,
it was and continues to be a nightmare (Kim et al., 2021) due to a lack of administrative
leadership, training, and resourcing.
Education of Students with Disabilities in the USA: Is Inclusion the Answer?.............................................................. 1
Myung-sook Koh and Sunwoo Shin
A Cloze-styled Textual Enhancement Targeting Prepositions ...................................................................................... 18
Michael Heinz
Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal
Study....................................................................................................................................................................................... 27
Kimberly Buch, Heather McCullough and Laura Tamberelli
“Being together in the locker room is great, but showering together – just forget it!” The Janus Face of the
Wardrobe Practice in Physical Education.......................................................................................................................... 41
Bjørn Tore Johansen, PhD, Martine Mæhle, MSc, Øyvind Oland, MSc, and Tommy Haugen, PhD
How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation ............................................ 58
Ali A. Alenazi, PhD
What Makes up an Effective Emotional Intelligence Training Design for Teachers? .................................................. 72
Niva Dolev and Shosh Leshem
Advanced Academic Writing Course for International Students Belonging to “One Belt, One Road”.................... 90
Chang Chen*, Habiba Khalid, and Farrukh Raza Amin
A Correspondence Analysis of Nine Japanese Historical English-as-a-Foreign-Language Textbooks................... 100
Ryohei Honda, Kiyomi Watanabe and Toshiaki Ozasa
And Still They Persisted: A Discussion of Indigenous Students Perspectives on a Year in Pre-Nursing Transitions
............................................................................................................................................................................................... 114
Kathy Snow
The use of Social Networks by the Students of a Mexican Public University............................................................. 132
Juan Ignacio Barajas Villarruel, María Gregoria Benítez Lima, Ricardo Noyola Rivera and Juan Manuel Buenrostro Morán
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Ideology triumphs over evidence.
The current entrenched rate of illiteracy among Australian children is unnecessary and avoidable, write Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall. WHY JAYDON CAN’T READ: THE TRIUMPH OF IDEOLOGY OVER EVIDENCE IN TEACHING READING
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of L...Meghan Lee
Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
Scholarly discussions in response to 'alternative education and finding someo...Craig Hansen
Alternative education provides learners, teachers, schools, and communities with disengaged young people with a rare opportunity to rethink, reimagine and reform the way that learners can own and manage the ecosystem that leads to their success (context, process, time, and people - including themselves at the center). When educators make curriculum decisions it is beneficial to have a guiding set of pillars, as Tipu Whare does, to ensure the time and funding available is directed towards learning experiences that support the pillars of belonging, mastery, independence, and generosity. When schools and communities appoint teachers to work with disengaged young people, the educators must be passionate individuals who have a history of being crazy about their students, willing to be engaging and committed to a student-first perspective. This is not an easy path, but as demonstrated by Nga Tamaiti Rangatira (Children of Chiefs) it is a worthwhile endeavor.
Personalised Learning; an answer to some of the educator’s COVID19 frustrationsCraig Hansen
With the sudden onset of COVID19, many schools and their teachers were forced to create
online classrooms, equip students and teachers with devices and quickly train both academic
and non-academic staff in digital citizenship, including online safety. For some, the transition
to teaching online for the entire day was smooth despite increased preparation time. For others,
it was and continues to be a nightmare (Kim et al., 2021) due to a lack of administrative
leadership, training, and resourcing.
READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTI...MIA SHARANNAH AMOR
Keywords: READING PROFICIENCY, LEAST MASTERED READING SKILLS,
SCHOOL-BASED READING INTERVENTION PROGRAM
The study sought to determine the reading proficiency of 296 Junior High School
students of Calaitan National High School in relation to the following profiles: ethnicity,
first language spoken, exposure to print and non-print reading materials, and grade level.
The least mastered reading skills were determined through the validated Reading
Proficiency Test that includes the skills on using phonetic analysis, using contextual
clues, using idioms, getting the main idea and identifying facts and opinions, predicting
outcomes, drawing conclusions, following directions, using parts of the book, and using
dictionaries, encyclopedia and other reference materials and using the internet.
Descriptive-developmental survey method was used in the study. The instrument used in
the study has two parts: the first part determines the profile of the respondents; and the
second part was the 50-item reading test of the thirteen skills being tested. The following
statistical treatment were used in the study: (1) percentage and frequency to describe the
profile of the respondents and (2) mean and mean percentage score (MPS) to determine
the least mastered reading skills (below 60 % MPS) of the respondents. The study
revealed that out of thirteen (13) reading skills, identifying facts and opinions fall under
beginning level with a mean percentage score of 27.75% and the rest of the skills are
under developing level. Their profiles particularly exposure to print and non-print reading
materials and grade level influence their reading proficiency level. The results of the study were considered in the development of the reading intervention program and the
reading materials that will be used in the conduct of the intervention. It is recommended
that the school administrator adopt the proposed reading intervention to aid the least
mastered reading skills of the junior high school students. Researchers are encouraged to
validate the content and usability of the reading materials as well as to conduct an action
research on the proposed intervention program.
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Florida Atlantic University Research Symposium 03152013Ayiti Now Corp
Florida Atlantic University and the Miami based non-profit organization “Ayiti Now Corp” are collaborating to provide a culturally-relevant literacy intervention to Haitian teachers and Haitian children of poverty.
Michelle Colquitt Professional Development Lesson PlanMichelle Colquitt
This lesson plan was created for Georgia Southern University's FRIT 7765--Clinical Practicum in School Library Media. This paper covers GALILEO (Georgia Library Learning Online) and was delivered at Jefferson Middle School on March 27, 2017.
READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTI...MIA SHARANNAH AMOR
Keywords: READING PROFICIENCY, LEAST MASTERED READING SKILLS,
SCHOOL-BASED READING INTERVENTION PROGRAM
The study sought to determine the reading proficiency of 296 Junior High School
students of Calaitan National High School in relation to the following profiles: ethnicity,
first language spoken, exposure to print and non-print reading materials, and grade level.
The least mastered reading skills were determined through the validated Reading
Proficiency Test that includes the skills on using phonetic analysis, using contextual
clues, using idioms, getting the main idea and identifying facts and opinions, predicting
outcomes, drawing conclusions, following directions, using parts of the book, and using
dictionaries, encyclopedia and other reference materials and using the internet.
Descriptive-developmental survey method was used in the study. The instrument used in
the study has two parts: the first part determines the profile of the respondents; and the
second part was the 50-item reading test of the thirteen skills being tested. The following
statistical treatment were used in the study: (1) percentage and frequency to describe the
profile of the respondents and (2) mean and mean percentage score (MPS) to determine
the least mastered reading skills (below 60 % MPS) of the respondents. The study
revealed that out of thirteen (13) reading skills, identifying facts and opinions fall under
beginning level with a mean percentage score of 27.75% and the rest of the skills are
under developing level. Their profiles particularly exposure to print and non-print reading
materials and grade level influence their reading proficiency level. The results of the study were considered in the development of the reading intervention program and the
reading materials that will be used in the conduct of the intervention. It is recommended
that the school administrator adopt the proposed reading intervention to aid the least
mastered reading skills of the junior high school students. Researchers are encouraged to
validate the content and usability of the reading materials as well as to conduct an action
research on the proposed intervention program.
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Florida Atlantic University Research Symposium 03152013Ayiti Now Corp
Florida Atlantic University and the Miami based non-profit organization “Ayiti Now Corp” are collaborating to provide a culturally-relevant literacy intervention to Haitian teachers and Haitian children of poverty.
Michelle Colquitt Professional Development Lesson PlanMichelle Colquitt
This lesson plan was created for Georgia Southern University's FRIT 7765--Clinical Practicum in School Library Media. This paper covers GALILEO (Georgia Library Learning Online) and was delivered at Jefferson Middle School on March 27, 2017.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
The Call for Excellence in Education is part of the lessons in the subject Foundations of Education. It is about how educational sector evolve over time. The presentation will help audience better understand why educational sector keep on revising some policies for better outcome. Part of the presentation shows the overview of the policy reports both American and in Philippine setting.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. ASSIGNMENT MANDATED BY OPI
Make recommendations for improving literacy
at PHS
Based on research (rather than folklore)
3. QUESTIONS THE LITERACY TEAM ASKED
1. What should be done across the
curriculum in all academic classes?
2. What should be done in English classes?
3. What should be done for students
struggling with literacy?
4. TWO DOMAINS: ACADEMICS AND ATTITUDES
1. Academic Achievement: Poor readers
(little background knowledge, minimal
vocabulary)
Questions: Why are some students
getting to high school without the
knowledge and skills to succeed?
(diagnosis) What does research indicate
works? (prescription)
5. TWO DOMAINS: ACADEMICS AND ATTITUDES
2. Attitudes and Dispositions: Unmotivated
(poor work ethic, poor ability to focus, lack
of engagement, lack of diligence, unable to
work through boredom, impatient,
egocentric, lack of purpose)
Questions: What habits and dispositions
should be taught all year long in freshman
classes?
How can these habits and dispositions be
supported throughout the school? MBI?
6. Hirsch argues that in abandoning content-
based curricula for disproved theories of
cognitive development, the educational
establishment has done harm to America's
students, and instead of preparing them for an
information-based economy, the
establishment practices have curtailed their
ability and desire to learn.
Hirsch proves that if children are taught
substantial knowledge and skills, and learn to
work hard to acquire them, their test scores will
rise, their love of learning will grow, and they
will become enthusiastic participants in the
information-age civilization.
7. HIRSCH’S KEY ASSERTIONS
1. To stress critical thinking while de-
emphasizing knowledge reduces a
student’s capacity to think critically.
Focus on knowledge rather than formal “skills”
8. HIRSCH’S KEY ASSERTIONS
2. Giving a child constant praise to bolster self-
esteem (or cultural pride) regardless of
academic achievement breeds
complacency, or skepticism, or both, and,
ultimately, a decline in self-esteem.
Focus on knowledge rather than vague motivations
9. HIRSCH’S KEY ASSERTIONS
3. For a teacher to pay significant attention to
each individual child in a class of twenty or
more students means individual neglect for
most children most of the time.
Emphasize whole class instruction more than
individual attention
10. HIRSCH’S KEY ASSERTIONS
4. Schoolwork that has been called
“developmentally inappropriate” has proved
to be highly appropriate to millions of
students the world over, while the infantile
pablum now fed to American children is
developmentally inappropriate (in a
downward direction) and often bores them.
Increase the rigor of academic coursework
11.
12. The reader needs the common knowledge
that the author of the text
assumes the reader has.
13. VIDEO
What is “cultural literacy”?
http://www.youtube.com/watch?v=ROIujiY1uZU
14. WHAT DOES NOT WORK
1. Remedial reading classes that conceptualize
“reading skills” as a formal set of processes
that are domain independent.
2. Building self-esteem or cultural pride
3. “Engagement” defined as “hands on” or “active
learning”
4. A school culture that is anti-knowledge (“rote
learning” “mere facts” “factory model” “higher order thinking
skills” “multiple intelligences” “technology” “student-
centered” “careerism”)
15. WHAT DOES WORK
Extensive Practice: "The research evidence is
overwhelming. The only thing we have seen that rapidly
accelerates student performance toward reading more
complex texts is extensive practice, repeatedly, even with
reading the same text." David Coleman, CCSS author
The practice will enable students do well on tests of what
they have studied. Because the impact of a single course
on their general knowledge may be small, there may
not be measurable improvement on general reading
test scores.
16. SELECTED FINDINGS
FREDDIE D. SMITH, “THE IMPACT OF THE CORE KNOWLEDGE CURRICULUM, A COMPREHENSIVE
SCHOOL REFORM MODEL, ON ACHIEVEMENT” (PHD DISS., UNIVERSITY OF VIRGINIA, 2003).
Students who remained in the Core Knowledge school
from kindergarten through sixth grade outperformed
peers at the control school as measured by mean
scaled scores on the Stanford 9TA tests, which
are standard grade-by-grade reading
assessments used across the nation. Core
Knowledge students outperformed control students in
all subjects tested and for both of the two cohorts of
students examined. The Core Knowledge advantage
was statistically significant for reading (p ≤ .029, p ≤
.002) and math (p ≤ .002, p ≤ .014).
17. Both advantaged and disadvantaged (free
lunch) students in the Core Knowledge
school outperformed students in the
control school on the Stanford 9TA tests.
Again, this was true for all three subjects and
for both cohorts examined. The
disadvantaged students in the Core
Knowledge school showed statistically
significant advantages in reading (p ≤ .017 for
one cohort and p ≤ .030 for the other). Core
Knowledge thus promoted fairness in
schooling by providing educational
opportunity to disadvantaged as well as
advantaged students.
18. Core Knowledge helped narrow the
achievement gap on the Stanford 9TA test
between advantaged and disadvantaged
students. The achievement gap, as
measured by the Stanford 9TA
tests, was narrowed for one Core
Knowledge cohort and eliminated for
the other. The achievement gap between
advantaged and disadvantaged students
remained large for both cohorts at the
control school.
19. Core Knowledge helped students achieve
much larger gains on the Stanford 9TA tests
over two-year periods, from fourth to sixth
grades. Both advantaged and disadvantaged
students made larger gains than their peers
in the control school in all of the twelve cases
evaluated. Among disadvantaged
students, the edge to Core Knowledge
was deemed highly significant in all three
subjects (p ≤ .001, p ≤ .001 for reading; p ≤
.001, p ≤ .001 for math; p ≤ .001, p ≤ .002 for
language).
20. COMPARISON OF FIFTH GRADERS
New York City
Schools, 2007 Report on
Charter Schools:
Chart shows average
percent of students who
read at proficient or
advanced levels. “Proficient”
is at grade level.
All schools have similar
demographics: nearly 100%
disadvantaged students.
The KIPP (Knowledge is Power) schools emphasize discipline and hard
work.
The Core Knowledge schools emphasize a coherent content-based
curriculum.
21. VIDEO
Nathan Glazer interviewed by Education
Next
http://www.youtube.com/watch?v=-GdjTIVIgh4
22. THE “MATTHEW EFFECT”
“For whosoever hath, to him shall he given,
and he shall have more abundance: but
whosoever hath not, from him shall he taken
away even that he hath.”
23. MATTHEW EFFECT: VOCABULARY
1. Need to know 90% of words in text to make
sense of it
2. Kids who know the 90% are able to figure
out the other 10%
3. Kids who don’t, don’t. They fall even further
behind
4. The verbal gap gets wider as they move
through school
24. THIRD GRADE READING PASSAGE
Farmers in ancient Egypt thought of the year as
having three seasons: flood time, seeding, and
harvest. Each year the Nile River would flood. This
was good news for farmers because Egypt is mostly
desert, and not enough rain falls to grow crops. The
annual flood would last for a few weeks, and then the
water level would drop, leaving a layer of fertile, black
mud. This mud fertilized tle soil, and the flood water
was stored in a series of canals. A special
government department was in charge of making
sure the canals were kept in good repair.
25. NEEDED BACKGROUND KNOWLEDGE
1. Egypt was a country in ancient times
2. The year has seasons
3. Farming depends on planting seeds in moist
soil
4. Plants need nutrients and water to grow
5. “desert” “Nile” “basic farming”
26. THE PROBLEM IS NOT ETHNICITY OR POVERTY
The problem is diversity of preparation.
The problem is background knowledge.
27. VERBAL SKILL INVOLVES KNOWLEDGE OF THINGS
Improving reading proficiency often fails
because of the mistaken assumption
that reading is a skill like typing
and that when you learn the technique
you can read any text
28. MANY LANGUAGE PROGRAMS
Practice abstract strategies on an incoherent
array of uninformative fictions.
The opportunity costs have been
enormous.
Schools waste hours practicing drills,
depriving students of knowledge that
could enhance reading comprehension.
29. NEW YORK STATE: FOURTH GRADE READING TEST
There is a path that starts in Maine and ends in
Georgia, 2,167 miles later. This path is called
the Appalachian Trail. If you want, you can walk
the whole way, although only some people who
try to do this actually make it, because it is so
far, and they get tired. The idea for the trail
came from a man named Benton Mac-Kaye. In
1921 he wrote an article about how people
needed a nearby place where they could enjoy
nature and take a break from work. He thought
the Appalachian Mountains would be perfect
for this.
30. FIRST QUESTION, DEALS WITH MAIN IDEA:
This article is mostly about
1. how the Appalachian Trail came to exist.
2. when people can visit the Appalachian Trail.
3. who hikes the most on the Appalachian
Trail.
4. why people work together on the
Appalachian Trail.
31. WHAT IF YOU ARE A FOURTH GRADER
Who knows nothing about hiking?
Doesn’t know the Appalachians from the
Himalayans?
Doesn’t know where Maine and Georgia are?
Can’t grasp what “to enjoy nature” means?
32. RESEARCH FOUNDATIONS ARE WEAK
• For claims that scores on such tasks are
improved by practicing strategies such as
questioning the author or finding the main
idea
• Subject matter knowledge decisively trumps
formal skill in reading
• Proficiency at one reading comprehension
task does not predict success in another
33. READING COMPREHENSION IS DOMAIN SPECIFIC
Teaching students to read Shakespeare
will be unlikely to make them better at
reading geography texts or science texts
CCSS assigns responsibility for teaching literacy
to all academic teachers. Students are to
improve reading and writing science in science
class and reading and writing history in history
class.
34. FLORIDA TENTH-GRADE TEST
The origin of cotton is something of a mystery. There
is evidence that people in India and Central and
South America domesticated separate species of the
plant thousands of years ago. Archaeologists have
discovered fragments of cotton cloth more than 4,000 years
old in coastal Peru and at Mohenjo Daro in the Indus Valley.
By A.D. 1500, cotton had spread across the warmer regions
of the Americas, Eurasia, and Africa. Today cotton is
the world’s major nonfood crop, providing half of all
textiles. In 1992, 80 countries produced a total of 83 million
bales, or almost 40 billion pounds. The business
revenue generated--some 50 billion dollars in the United
States alone -is greater than that of any otler field crop.
Most of the five billion pounds that U.S. mills spin and
weave into fabric each year ends up as clothing.
35. A READING TEST IS A KNOWLEDGE TEST
1. Apart from “what is cotton?” or “what is a
bale?” it helps to understand the
domestication of plant species.
2. Success requires familiarity with the subject
the test covers.
3. The fundamental “gap” between kids is a
knowledge gap
36. A manifold, contained in an intuition which I call
mine, is represented, by means of the
synthesis of understanding, as belonging to
the necessary unity of self-
consciousness, and this is effected by means
of the category. This requirement of a
category therefore shows that the empirical
consciousness of a given manifold in a single
intuition is subject to a pure self-
consciousness a priori, just as is empirical
intuition to a pure sensible intuition, which
likewise takes place a priori.
From Immanuel Kant (Critique of Pure Reason)
37. The main idea of this passage is
1. Without a manifold, one cannot call an intuition
“mine.”
2. Intuition must precede understanding
3. Intuition must occur through a category
4. Self-consciousness is necessary to
understanding
Typical “reading strategies” struggling readers are
compelled to practice:
1. Try to find the main idea
2. Try to summarize the main idea
3. Try to clarify the main idea
4. Try to “question the author”—What is Kant trying
to get at here?
38. LITERACY TEAM RECOMMENDATIONS (DRAFT)
1. Establish district-wide conversation regarding
curriculum
2. Recognize that student time and professional staff
time are the limiting resources
3. Do not assume literacy teaching can be done
effectively without adequate prep time
4. Eliminate remedial reading classes
5. Use professional staff to teach core content
classes
6. Provide literacy labs (with their English teacher) at
school for students who do not succeed with
homework
39. CCSS (ADOPTED BY MONTANA)
(COMMON CORE STATE STANDARDS)
1. Literacy Standards included in Social
Studies and in Science
2. 70% of student reading is to be done in
informational texts
3. English teachers will still teach
fiction, drama, poetry, and other literature.
Most of the informational reading is to be
done in other classes. More frequent
tests (online) in more subject areas